{"id": 20}
The number of male and female shoulb→shouldSPELL be equal in every subject in→atPREP universities . There are different oppinions→opinionsSPELL on this topic . Some people agree with this when→whileOTHER others give many reasons and present disadvantages of proportional position . I agree with position→the the opinionOTHER about→ofPREP accepting equal numbers of male and female ∅→studentsNOUN . I think universities should practise this . First of all , in that situation all of→∅PREP students should→wouldVERB:TENSE feel better ,→∅PUNCT than in the situation ,→∅PUNCT when in ∅→aDET class there are more girls or boys . In different scientific articles or materials it can be founded→foundMORPH ,→∅PUNCT that male→menOTHER and female→womenNOUN has→haveVERB:SVA different types and strategies of thinking . I think ,→theOTHER proportional system of students can helps→helpVERB:FORM to understand for person both strategies of thinking , look→of lookingOTHER at the same problem in different ways . Fuithermove→FurthermoreSPELL , it is ∅→aDET useful skill not only for studding→studyingVERB process , but also for life and work . Moreover , it should be noted that ∅→the theDET number of male and female students influence→influencesNOUN:NUM behavior . For→Speaking fromOTHER my own experience ∅→,PUNCT I can make comparison→a a conclusionOTHER that choising→choosingSPELL ∅→theDET proportional system in education is really very important part . For example :→,PUNCT in my school I ∅→wasVERB:TENSE educated in the→aDET class of girls . ∅→OnlyADV Only when I was in ∅→theDET 10th class→grade grade gradeNOUN ∅→did didVERB:TENSE the situation changes→changeVERB:SVA some girls feel→feltVERB:TENSE uncomfortable and their behavior became worse that→thanPREP it was earlier . The next reason ∅→isVERB:TENSE related with→toPREP ∅→theDET competition between male and female ∅→studentsNOUN . Nowadays , it is not ∅→aDET secret that girls become better in some ways of life than boys . For example , girls move ∅→moreADV attentivly→attentivelySPELL than boys , they ∅→areVERB ready for→toPART help in higher way→moreOTHER . But also not all people agree with this extent . So the competition can gives→giveVERB:FORM objective results for students , professions and reseavehes→researchersSPELL . Also it is→constitutesVERB ∅→theDET reason for self - developing→developmentMORPH . In conclusion , I would like to say that universities make ∅→theDET right choise→choiceSPELL ,→∅PUNCT when ∅→theyPRON✅ accept equal number→numbersNOUN:NUM of male and female ∅→studentsNOUN in every subject , but it is not availible→availableSPELL now , case of→becauseOTHER the general population of male→menOTHER and female→womenOTHER is not the same .

{"id": 27}
The diagram presents a population of people→∅OTHER 65 and over years old since→fromPREP 1940 to 2040 in Japan , Sweden and ∅→theDET USA . According to the diagram , a total percent→percentageMORPH of people 65 and over years old in three countries risen→is to riseVERB:FORM from 5 - 8 % in 1940 to 23 - 27 % in 2040 . The graph also shows that the lowest proportion of population aged 65 and over in USA and Sweden was in 1940 ∅→,PUNCT while the lowest proportion of population aged 65 and over in Japan ∅→remained remained remainedVERB was→asSPELL continning→continuingSPELL from 1960 to 1987 . Moreover , there are more differences betwen→betweenSPELL the Sweden→SwedishOTHER and USA→AmericanOTHER line 's→linesNOUN:POSS behavior and the Japanese line 's behavior than between ∅→the lines forOTHER Sweden and ∅→theDET USA ∅→theDET lines . For example , they have similar periods of rising ( 1940 to 1965 , 1965 to 1985 , 2030 to 2040 ) and similar→the sameOTHER period of felling→fallingSPELL ( 1985 to 1990 ) . There→ItPRON✅ also must be mentioned that Japan was→is expected to beVERB:FORM on the 3rd place , according to the graph , till 2030 ∅→,PUNCT when Japanese→∅ADJ line ∅→of JapanOTHER took→will takeVERB:TENSE ∅→the theDET 1st place ∅→concerning the percentage of the elderlyOTHER . The proportion of population aged 65 and over in ∅→theDET USA was the highest in 1940 ∅→,PUNCT while in 2040 it is ∅→expected to beVERB the lowest . The average proportion→percentageNOUN of population aged 65 and over in three countries risen→is to riseVERB:FORM from 7 % in 1940 to 25 in 2040 . Thus , the percent→percentageMORPH of people 65 and over years old→years old and overWO has→isVERB:TENSE rapidly→predictedVERB increased→to increaseVERB:FORM ∅→rapidlyADV during the century from 1940 to 2040 .

{"id": 30}
Nowadays , in universities a lot of students are studied→studyVERB:TENSE . Students , as a rule , do n't like any restrictions for them , because they think that they do n't need it→themPRON✅ . What about equal numbers of male and female students in every subject ? Should universities do it ? I 'm sure that they do n't do it and there are two main reasons of→forPREP this : an own choice and a problem for universities . The first reason , why universities should not acept→acceptSPELL equal numbers of male and female students in every subject is that students should do→makeVERB their own choice without any opinions and restrictions . If a student wants to study a subject ,→∅PUNCT where there is not a place for him or her , so it is ∅→aDET problem . She or he ca n't to→∅VERB:FORM get a good education , because she or he don→doesVERB not get a place→placementMORPH for studying . For example , last year my brother dod→didSPELL not get a place in subject ,→∅PUNCT which he wanted to study , and now he don→doesVERB:TENSE not enjoy studying absolutely . The second reason why I do'not→do n'tOTHER agree with the topic is that , if universities should accept equal members , so it can make some problems . For instance , there are situations ,→∅PUNCT when a lot of students want to study one subject , and other small group of students wants to study other subjects , so ∅→theDET problem is how to destingrush→distinguishSPELL places of subjects equally . It is necessary to understand that it should be fair . To conclude , I believe that universities should not accept equal numbers of male and female students in every subject , because students should make their own choice , and this situation should not be a problem for universities .

{"id": 31}
The graph gives us information about the amount of the population which→whoseDET age is more than 65 years old in the period from 1940 to 2040 in such countries as Japan , Sweden and USA . The main trend for all these countries is that the number of people whoes→whoseSPELL age is sixty five and over is increasing . Due to predictions , it will reach a peak by 2040 and it will be about 27 % in Japan , 25 % in Sweden and finally about 24 % in the United States of America . From my point of view , the most interesting situation is in Japan . In ∅→theDET 1940 ∅→'sNOUN:POSS there were only five per cent of old people . Then there was a falling→decreaseNOUN from 1940 to 1960 . In the period from 1960 to 1985 we can not see any changes . From 1985 to today the proportion of ∅→theDET population of old people is growing . If we look ∅→atPREP the forecast , in the period from 2030 t0→toOTHER 2040 there will be a significant rising→increaseNOUN . To sum up , we can say that people in this→theseDET countries become older and in the future there will be less→fewerOTHER young people and as a result it→therePRON✅ will be less→fewerADJ people→workersNOUN who can work in effective way .

{"id": 34}
Some people claim that universities should accept equal amount→amountsNOUN:NUM of male and female students in every subject . However , it is an→theDET obvious fact , that there are the→∅DET opponents of this suggestion . It is a common fact , that pupils after graduation from school are interested in their future professional skills for a good job . The→A biggerOTHER bigger part of them are going to attend a university for higher education . In addition to the first fact , there→itPRON✅ should be mentioned that the population of women is bigger than men in general . Of course , there may be some exceptions , but they are not so relevant that it may become possible to ignore this fact . Thirdly , I would like to underline a widespread argument that all people are individuals and only a person can disclose his→decide for themselves which decide for themselves which of theirOTHER skills and→theirOTHER abilities ∅→to developVERB . Additionally , no one can decide what should people→people shouldWO do→∅VERB or ∅→shouldVERB:TENSE not do . Fourthly , an ability to participate in this or that studying activity does not depend on the gender . Some girls are more psychologically prepared for men 's kinds of jobs . Moreover , accepting equal numbers of male and female students can be classified as a gender discrimination which is restricted in modern law society . On the other hand , there are some factors that can make people think of this need of such selection of students like bigger popularity of humanitarian courses than technical ones . There is a way of→toPART solution of→solveOTHER such a problem . It would be better to state a strict number of students in general , but not according to their sex . To sum up , I would like to say that I do not agree with people who claim that universities should accept equal number of men and women because of its→theirDET discriminatory character .

{"id": 40}
Modern life seems to be unfair . We still face discrimination between men and female→womenNOUN in various spheres : it is particularly true for ∅→delete "OTHER the ∅→"PUNCT education . Although I am convinced that manicind→mankindSPELL can not tolerate with→∅PREP discrimination between genders , I suppose ,→∅PUNCT that setting up ∅→delete "OTHER the ∅→"PUNCT equal numbers of male and female ∅→studentsNOUN in every subject is incorrect , because this approach would not take info account some important conditious→conditionsSPELL and will lead to greater discrimination . Throughout ∅→delete "OTHER the ∅→"PUNCT history there has→haveVERB:SVA always been some subjects that appealed mostly ∅→toPREP males , while another→otherDET disciplines were attractive mainly for→toPREP females . History shows that ∅→,PUNCT while ∅→menNOUN the→haveOTHER men ∅→have alwaysOTHER were involved→beenVERB in math or technical disciplines the→,OTHER women are→have beenVERB:TENSE mostly involved in art . For instance , according to the statistics in ∅→saint -OTHER Saint - Perersburg→PetersburgSPELL , State unuversity→universitySPELL on the Programme Engineering faculty , the number of male students in much more→higherADJ than ∅→the number ofOTHER female student number→studentsNOUN . Moreover , this order→theOTHER no→NoORTH doubt will→the proposed state of things of things wouldOTHER be unfair . It would humiliate than→theOTHER rights of both gender 's→gendersNOUN:POSS . For instance , if there is→wereVERB:TENSE only two girls ∅→whoPRON✅ would like to go→applyVERB enter→forOTHER math faculty it means→would meanVERB:TENSE that only two boys can→couldVERB:TENSE learn math despite on→even thoughOTHER other pretendends→pretendersSPELL desiring→wantVERB to enter→study atOTHER this faculty . Otherwise→SimilarlyADV , if only three boys would decide to enter→decided applyVERB ∅→forPREP Foreign language department it would mean that only three places would be available for girls in spite of ∅→theDET total number of empty places→vacanciesOTHER . In conclusion , I believe that we should struggle→fightVERB with→againstPREP discrimination . Setting ∅→upPART numbers like this is not efficient and→orCONJ unfair→fairADJ .

{"id": 47}
According to the chart the population of elderly people in Japan , Sweden and USA has been growing during the period between 1940 to→andOTHER 2040 years . Firstly , it I→isSPELL significant to emphasize ,→∅PUNCT that the least ammount→percentageNOUN of people aged 65 and over was in Japan in 1940 . Practically a half more than this we can see in USA . So , ∅→theDET Swedish ∅→elderlyNOUN are just in the middle . Next , it is important to note , that the propotion→proportionSPELL between→ofPREP eldery→elderlySPELL people in USA and Sweden was increasing slightly till 1990 's , while the feagure→figureSPELL ,→∅PUNCT that characterize→characterisesMORPH Japaneese→JapaneseSPELL was declining→declinedVERB:TENSE till 2000 's . Besides , it is obvious ,→∅PUNCT that near the year of 2010 the population began to rise . At this point the ammount→amountSPELL of old people in Sweden reached a quantity→levelNOUN of 20 % . Then , we ca n't ignore the fact , that ∅→,PUNCT according to the predictions ∅→,PUNCT by the year of 2040 the population of eldery→elderlySPELL people will be→have reachedVERB from 23 % to 27 % . To sum up , it is clear ,→∅PUNCT that in ∅→theDET feature→futureNOUN there will be more people aged 65 and over than it→therePRON✅ is→areVERB:SVA nowadays .

{"id": 50}
" Males and females " - is the main topic in our world . Everyone try to find the the differences between two types of human . During the long period people believe that man should has more rights that→thanSPELL woman . But now all of as are " the same " . Nowadays we may find the problem of sexes in the job area or professional area . All of us understand that for giving a job you need to have a special education . In our case - it will be the higher education - study at university . So there is an opinion that every faculty should accept equal numbers of females and males . I have to→twoSPELL arguments . One of the→themPRON✅ will be for that idea and the second will be against . As for me , it will be right if women will have the same rights in all of the spheres . I know there is a common opinion that the most amount of men are mathematics and think more logical , among of them there is a plenty of great scientist . But it 's not fair to think so , because women may use information in different way . I mean that women may find truly " new ways " in mens areas . As the example I may name Maria Curi→CurieSPELL who made a real revolution in science where traditionaly→traditionallySPELL were occupied only males . The argument against is not very complicated , but strong . I think that universities should n't accept equal numbers in every subject . That 's because men have much possibilities than women . They have another minds and nature . Women body have another musculs→musclesSPELL , they are thiner→thinnerSPELL and their height is not so much . To sum up , it 's important to find yourself but if you are a woman and you want to do the man job no one should'n stop you , and it 's the main . To be equal rights , but not in everything .

{"id": 52}
Today there is→areVERB:SVA a great number of discussions about male / female relationships . One of them is should→whetherPREP male and female students ∅→shouldVERB:TENSE work together ∅→,PUNCT and even more -→,PUNCT in equal numbers . Some people lelieve→believeSPELL that it 's inappropriate , to make universities accept equal numbers of male / female students , others agree that it will improve ∅→theDET current situation in education . There exist strong arguments of→onPREP both sides of this disscussion→discussionSPELL , which implies that it is worth examining all points of view before reaching any conclusion . First of all , there→itPRON⚠️ is a necesity→necessaryOTHER to say that one of the advantages of these→thisDET type→systemNOUN of accepting students is the equallity→equalitySPELL between men and women . Equall→equalSPELL numbers mean equall→equalSPELL opportunities for people , without ∅→genderNOUN discrimination sexes→∅NOUN . Moreover , there is→areVERB:SVA a→∅DET plenty of scientist 's→scientificOTHER researchs→researchesSPELL convincing→concludingVERB that working between→inPREP male and female→mixedOTHER groups of people→men and womenOTHER in equall→equalSPELL proportions gives a→∅DET much more favor→benefitNOUN . Also , this type of proportion helps members of each→eitherOTHER group→genderNOUN interact with others ∅→moreADV easily ,→∅PUNCT that→thanPREP when there is a disproportion . Another point of view is that such→thisOTHER type of accepting students is useless and pointless . Supporters claim that such thing→approachNOUN can destroy the real competition between→amongPREP students , which is based on knowledge , not on female / male→a man whetherOTHER you are ∅→a manOTHER or not→a womanOTHER . Another drawback of equall→equalSPELL accepting→admissionNOUN numbers is that it can crushed→crushMORPH all→the wholeOTHER system of university 's→∅NOUN:POSS academic freedom ∅→asPREP -→theOTHER government will give→dictateVERB concrete→theOTHER numbers of students ,→∅PUNCT who schould→shouldSPELL study in→atPREP universities . And one of the most convincing arguments againts→againstSPELL equall→equalSPELL proportions between→ofPREP male / female students is that there is no any→∅DET correlation or connection between knowledge and which sex do you have . And I am→IOTHER firmly believe in that . Since the Medievel→MedievalSPELL times , people fight→have foughtVERB:TENSE against discrimination , for modern→theOTHER society with equall→equalSPELL rights for everybody . And for the first time , this meosure→measureSPELL for accepting equall→equalSPELL numbers of students seems like justice , lut→butSPELL it is not ∅→aDET real→reallyMORPH suitable criteria→criterionNOUN:NUM for competition between→amongPREP students . There is no shame if men are good at law and women in→atPREP teaching as there is no any→∅DET discrimination between them in case of disproportion . Considering all arguments , it can be concluded that the idea of universities accepting equal number of male / female students is not good of→atOTHER all .

{"id": 56}
It can not be denied that men in comparison with women have always had more preferable social position for→inPREP many countries . However , nowadays that→thisDET problem does n't→notCONTR seem so crucial any more . It is generally agreed that both men and women have equal rights . That is why , it is declared that equal number→numbersNOUN:NUM of male and female students should be accepted to Universities→universitiesORTH . But is it really so ? Frankly speaking ∅→,PUNCT it seems to me that such ∅→anDET idea is n't→notCONTR worth doing→relevantOTHER as students should be accepted in accordance→accordingOTHER with→toPREP their mental abilities , exam results and→talentsOTHER personal talants→talentsSPELL and capabilities→∅OTHER . Only in that→thisDET case , justice and equality can be reached . Besides , it also must be→must be alsoWO pointed out that there is a tendency for both groups to choose particular→certainADJ subjects . It is is undeniable that math , physics , engeneering→engineeringSPELL are more preferable among boys , while girls are interested in literature , languages , and so on . However , it ca→canCONTR n't→notCONTR be called an unehiable→unreliableSPELL rule , and of course , there are a plenty of exceptions . What is more , ∅→theDET population also need to be taken into account , as in some countries , the number of women prevaile→prevailSPELL . For instance , in some Universities→universitiesORTH with technical subjects there ∅→areVERB only 10 girls and 20 boys in ∅→a aDET group . Nevertheless , some ∅→peopleNOUN would say ,→∅PUNCT that such ∅→aDET situation will be→isVERB:TENSE substantial for people ∅→in orderOTHER to protect of their rights for getting education , especially for women who still can→can stillWO face the problem of discrimination . In conclusion , it should be pointed out that every person has equal rights regardless of sex , social position , money , religion and race . That is why ∅→IPRON✅ strongly believe that equal number→numbersNOUN:NUM of male and female students does n't→notCONTR seem so vital for realising→havingVERB an opportunity of getting an education . The quantity→numberNOUN of students should depend on their knowledge and capabilities and→butCONJ not on sex .

{"id": 61}
The diagram presents a→theDET number→percentageNOUN of people after→∅PREP 65 years old in percentage from number of all people→and overOTHER . The indicators→∅NOUN are devided→dividedVERB on 3→give for the threeOTHER groups→forOTHER with→theOTHER ∅→threeOTHER countries :→-PUNCT Japan , Sweden and ∅→theDET USA , and shows→showVERB:SVA changes in the 100 ∅→-PUNCT year period from 1940 to 2040 . The population aged 65 and over from→inPREP Japan was only 5 percent in 1940 . Then there was ∅→aDET slightly→slightMORPH decrease for 20 years period and it was a→∅DET constant ∅→over theOTHER next 20 years→∅OTHER . After 1980 it become→beganVERB to increase slightly . According to ∅→the graph theOTHER graph this increase will be continued and in 2030 ∅→the percentageOTHER✅ will go up dramatically to 25 percent . In Sweden the number→portionNOUN of ∅→elderlyADJ people in 1940 was about 7 percent . Between 1940 and 1980 this ∅→percentageNOUN number was increasing→increasedVERB:TENSE . After that there was ∅→aDET slight fall and than→thenSPELL ∅→aDET sharp rise . The same situation will be between 2010 and 2040 . The numbers→percentage percentage numberNOUN will reach almost 25 percent . In the USA there were almost 10 percent aged→of elderlyOTHER people in 1940 . Between 1940 and 1980 it was a little more→higherADJ than in Sweden . After 1980 the indicators→figuresNOUN were stable and after 2020 ∅→theyPRON✅ will rise to 23 percent in 2040 . To sum up , it can be seen from the graph ∅→thatDET , the number of people aged 65 and over ∅→isVERB:TENSE increase→increasingVERB:FORM and will reach the number nearly 25 percent to→inPREP 2040 in all countries .

{"id": 64}
It can be suggested that it is necessary to accept equal amount girls and boys in every subject in the Universities . However , this statement→situationNOUN has some advantages and disadvantages . Nowadays , there is no doubt that disadvantages of this statement→approachNOUN are less valuable→seriousADJ than proccess→the achievements it can bringOTHER . To begin with ∅→, let 's considerOTHER the point about discrimination→discriminatingMORPH male and→orCONJ female students in Universitet→universitySPELL , if they should→do notOTHER study every subject in equal numbers . Probably , some of them do not want to study some subject , for example , girls do not prefer physical culture , at the same time , boys are keen on sport more than ∅→onPREP literature . As a result , there are some problems . One more of the main argument is that studing together ∅→can helpVERB male and female students can help→∅OTHER to socialized→socializeMORPH them→socializeOTHER . Besides , it can be seen from the life , that men are good at one→someDET aspects and women are the best→betterOTHER in other questions→issuesNOUN . They can help to→∅PREP each other to know→learnVERB something significant and usufull→usefulSPELL , because nobody knows all→everythingPRON✅ in this life . However→? ? ?OTHER , ∅→ifPREP if was→there wereOTHER equal amount→numbersNOUN of male and female students , it→theyPRON⚠️ can→easilyOTHER easy→easilyMORPH to→∅VERB:FORM work in pare→pairsNOUN . Unfortunatelly→UnfortunatelySPELL , not all students are→∅VERB:TENSE prefer to work ∅→such inOTHER such ∅→aDET way . Usually it is more pleasant for girls to communicate with the same category→genderNOUN , because they have the same hobbies . More than that , usually male→menOTHER and female→womenOTHER can embrassed→embarrassVERB each other and it also can ∅→beVERB a problem , if there→theirDET ∅→numbersNOUN are not the same numbers of men and women→∅OTHER . To sum up , it can be concluded , that the→unequalOTHER discrimination→numbersNOUN to→ofPREP all students in groups to the equal→male and femaleOTHER amount→studentsNOUN can break their writs→cause discriminationOTHER . However→BesidesADV , there are more advantages of→inPREP this ∅→approach ,OTHER and it is possible to create some programms→programmesSPELL in ∅→universities with equal numbers of students of eitherOTHER Universities→universitiesORTH .

{"id": 68}
In ∅→theDET 21st centary→centurySPELL women 's rights are practically the similar→sameADJ with→asPREP men 's rights . Women can vote and be voted→electedVERB , teach and work in international corporations , do business and play sports and even go→serveVERB to→inPREP the army in some countries . I believe that all humans→humanMORPH ∅→beingsNOUN should have the same rights without an→anyDET exception of→forPREP university subjects . To my mind , there is no faculty where women ca n't study at all , but I pretend→contendVERB that both male→girlsOTHER and female→boysOTHER must have the similar→sameADJ chances to pass the→∅DET exams and go→enrollVERB to→atPREP the university . This system works in Russia . Teenagers pass their exams and ∅→aDET university compare→comparesVERB:SVA their results independently→regardlessADV of the sex→genderNOUN of person→an an applicantOTHER . The system when there are strictly half of→∅PREP men and half of→∅PREP women on→inPREP each subject ca n't be honest because of the proportion ∅→of the two gendersOTHER . For example , in Sweden there are 60 % girls and 40 % boys . Using this system boys have more complicated→a tougherOTHER competition than girls . The second argument against equal number is historical examples . Men were→have always beenOTHER more successful than women in all spheres for→inPREP all the countries . It is ∅→not a not a not aOTHER uninversale→universalSPELL process : there are some exceptions and examples such as Nefertiti , Tatcher→ThatcherSPELL of→orSPELL Hewston→HoustonSPELL , but in general men are more talented chairmen , doctors , cookers , presidents and sportmen→sportsmenSPELL . So , when there is an equal number of male and female students some men ,→have competedOTHER who→haveOTHER completed→competedVERB only with the→boysOTHER boys ,→∅PUNCT wo n't have→getVERB an education→educationalMORPH ∅→degreeNOUN even ∅→ifPREP he→theyPRON✅ is→areVERB:SVA stronger in some sphere than the→∅OTHER girl→girlsNOUN:NUM . I suppose that similar rights is one of the busical→basicSPELL rules of modern world , but there is no chance to→people will everOTHER realize→realiseMORPH ∅→theDET system of equal ∅→numbers ofOTHER male and female students only because it is dishonest .→Тимофеева СOTHER

{"id": 71}
Sugested→The givenOTHER chart below gives to→∅PREP us innformation→informationSPELL about the proportion of the population aged 65 and ove→overSPELL between 1940 and 2040 in ∅→theDET USA , Japan→Japan ,WO and Sweden . First of all , population→the percentageOTHER of this people→categoryNOUN in Japan was the most→theOTHER little→lowestADJ from 1940 to 2030 . From 1940 to 2000 the population→peopleOTHER aged 65 and over was→made upVERB about fife→fiveSPELL percent .→of five Japanese populationOTHER In 2040 this population→age groupNOUN in Japan will be biger→biggerMORPH and ∅→willVERB:TENSE consist of more than twenty fife percents→percentNOUN .→∅PUNCT Americans→AmericanMORPH citizens aged 65 and over were ∅→theDET the biger number of people→biggest portionOTHER from 1940 to 1998 . In 1940 it was 10 percent and in 1999 it was 14→∅OTHER percents→percentNOUN:NUM .→∅PUNCT After 2000 , line→the percentageOTHER of this american→AmericanORTH population are→sectorOTHER increasing→increasedVERB:FORM . I→InSPELL 2040 it ∅→willVERB:TENSE consist of 23 percents→percentNOUN:NUM of all→the wholeOTHER population . Whith→withSPELL the help of this , we can say , that borning→burningSPELL in the the USA was feeling all the time . The Sweden proportion of the population aged 65 and over has→hadVERB:TENSE a lot of feelining→fallsNOUN and increasing .→increasesOTHER In 1940 this propotion→proportionSPELL was 5 percent from→ofPREP all population , and this→ItPRON⚠️ was increasing→increasedVERB:TENSE to 20 percent in 2015 . After this , the line of proportion was feeling→is expected to fallVERB to 17 percents→percentNOUN:NUM in 2030 , and after this inereasing→that to to increaseOTHER to 25 percents→percentNOUN:NUM in 2040 . As aresult→a resultORTH ,→∅PUNCT we can name the same dinamic→dynamicsSPELL of increasing ∅→theDET proportion of the population aged 65 and over in this→theseDET countries . This graph shows us ,→∅PUNCT that ∅→a in future about aOTHER qualer→quarterSPELL of the population is→will be beVERB:TENSE old people ,→∅PUNCT and borning→burningSPELL was decling→decliningSPELL or level of life in this countries was increasing .

{"id": 72}
There is ∅→anDET opinion , that universities should have ∅→anDET equal amount→numberNOUN of male and female students in every subject in ∅→theDET society . I disagree whith→withSPELL this position . Firstly , it ∅→isVERB good to say , that there are subjects , which are prefered→preferredVERB:INFL only by boys or girls in→atPREP universities . For example , on low→a lawOTHER faculty , only girls like family law , and it is imposible→impossibleSPELL to have equal numbers of male and female ∅→studentsNOUN on this subject . Secondly , to my mind , ∅→theDET level of education doestn→doesSPELL ∅→n'tCONTR depend from→onPREP ∅→theDET equal amount→numberNOUN of boys and girls . There are no logical opinions , how it depends from→onPREP it . Another people supose→supposeSPELL , thet→thatSPELL it can help us to go from one step of our socializing : communication with girls and boys , what→thatPRON✅ will help us in our future . I think it is wrong . We have got oppotunities→opportunitiesSPELL to communicate with male or female ∅→studentsNOUN in our childhood ( school etc . ) . University is a proffesional→professionalSPELL level of our education and we should should study hard , and nothing ca→canCONTR n't→notCONTR change it . Moreover , we have ∅→aDET briliant→brilliantSPELL example , when in war→militaryOTHER universities study only boys , and they have ∅→anDET awersome→awesomeSPELL education after ∅→theDET university in Russia . Of course , boys like ∅→to beVERB:TENSE situate→situatedVERB:FORM with girls , but this is not for education . Male→maleORTH and female ∅→studentsNOUN can communicate with each othe→otherSPELL after their studing→studyingSPELL . In conclusion , it will be good to→forPREP all , that if male ∅→studentsNOUN stady→studySPELL without→studyOTHER female ∅→onesNOUN , ∅→theDET level of education will not dicline→declineSPELL . There are a lot of wrong opinion→opinionsNOUN:NUM about ∅→the universities 'OTHER universities'es→universitiesOTHER education in society , and this theory is one of them .

{"id": 74}
Have you ever noticed the number of men and women around ∅→youPRON⚠️ in the university ? Not so many people give the right answer for→toPREP this question . But some persons→peopleNOUN consider→believeVERB that the→educationalOTHER institutes→institutionsMORPH should accept the equal amount→numbersNOUN of girls and boys in every faculty . They believe it to be more effective for educational process . But is it really so ? Of course , there is the→aDET huge number of people who are against this statement . First of all , it should be noticed that all statutes of the international law prohibit the→anyDET discrimination in this sphere . Secondly , there are a lot of subjects→areasNOUN which demand→giveVERB only→preference toOTHER female or only→∅ADJ male ∅→studentsNOUN ( for example : nursury→nursingSPELL , some kinds→fieldsNOUN of medicine and policy→politicsNOUN ) . It 's really important to take→acceptVERB only girls or boys there because of the specific requarements→requirementsSPELL ( mental or phychological→psychologicalSPELL characteristics ∅→,PUNCT for instanse→instanceSPELL ) . It is impossible to imagine a girl who drives a train or a huge submarine . That 's why these faculty→departmentsNOUN accept only male ∅→studentsNOUN . But ∅→,PUNCT on the other hand ∅→,PUNCT there are a lot of subjects which suit→are suitableOTHER for ∅→bothDET girls and boys both→law universitiesOTHER : jurisprudence→lawNOUN , economics→∅NOUN , politics→∅NOUN and so on in the→others ,OTHER universities . And , of course , it is really interesting and easy then→whenADV the amount→numbersNOUN of ∅→male andOTHER male ∅→andCONJ female is→sudents areOTHER equal . For example , my group has 12 boys and 12 girls - it is very convinient→convenientSPELL for some teachers to make→divideVERB us to→intoPREP different small groups for pojects→projectsSPELL or tests and so on . To sum it up ∅→,PUNCT I can say that I completely agree with the statement that the→∅DET universities should not accept the strong→rigidlyADV established member of students ( equal amount→numbersNOUN of male and female ) . It should be resolved occasionally !→when necessary Тимофеева СOTHER

{"id": 75}
The graph illustrates the amount→percentageNOUN of people aged 65 and under→∅PREP over ∅→inPREP the period of 100 years between 1940 and 2040 . The countries of observation are Japan , Sweden and the USA . In the 1940→1940 theWO percentage of ∅→theDET population aged 65 and over was the highest in Japan , then goes→cameVERB Sweden and the United States . Then population in Japan and Sweden increased slightly up to 10 % in 1962 and after ∅→thatDET to 15 % in 1982 . After that numbers→the the proportionOTHER of Japan started to decline slowly . However , they are supposed→expectedVERB to rise rapidly after 2020 . Notisable→apparentlyADV , in the USA ∅→theDET population of people aged 65 and over was declining between 1940 and 1990 . when→ThenADV it started to grow In the 2030 it 's predicted to be→∅OTHER an enormous rise ∅→is predictedVERB in ∅→the elderlyOTHER population in America ∅→whereADV which→itPRON⚠️ will reach a pear→peakNOUN of about 27 % in 2040 . Overall , the graph shows that in ∅→theDET past population of 65 and over was fluctuating but in about→byOTHER 2030 numbers→its its percentagesOTHER of→inPREP these countries are considered to go up sharply .

{"id": 81}
The amount→numberNOUN of elderly people living in Japan , Sweden and the USA in→duringPREP different years is given on→inPREP the data presented . The first feature which can be clearly seen→seen clearlyWO is that the percentage of humans over 65 years is growing rapidly in all of these states . Probably , such scientists ' predictions will not be→comeVERB realized→trueOTHER because the previous years trends indicate another tendencies . According to ∅→theDET researches→researchersMORPH , the proportions of elderly people in population are→will beVERB:TENSE much more→∅ADJ higer→higherSPELL in comparison with 2020 or earlier trends ( about 25 % in 2030 and 5 - 15 % in 2000 respectively ) . Analizing→AnalyzingSPELL the information shown , it should be mentioned also→also be mentionedWO that in the USA and Sweden there was→will beVERB:TENSE a→anDET upword→upwardSPELL trend in ∅→theDET percentage of people which→whoPRON✅ are 65 years old and over from 1940 to 2040 . As for Japan , some fluctuations can be observed on the graph . There was a decline from 1940 to 1960 , but a rising→riseMORPH of→inPREP ∅→theDET level of elderly people can be seen from 1980 to 2040 . Japan is assumed→expectedVERB to be a leader in such percentage after 2030 year .

{"id": 83}
The line graph analyzes→showsVERB information about changes in the proportion of population aged 65 and over between 1940 and 2040 in three different countries . These counties are Japan , Sweden and the USA . According to the graph it→therePRON✅ will be a great rise in the proportion of people aged 65 and over in Japan from 10 % in 2020 to 27 % in 2040 . But before it there will be no any→∅DET significant changes since the percentage of people aged 65 and over has the tendency to be about 5 - 10 % . As for the USA and Sweden the proportion of 65 years old population is flunctuatiry→fluctuatingSPELL during the all→wholeOTHER period of time . Both the USA and Sweden will reach the top in the percentage of population aged 65 and over in 2040 . It will be about 25 % . To sum it up , the most significant chaeyes→changesSPELL is→will beVERB:TENSE in Japan .

{"id": 88}
It has been suggested , that it would be better , if male and female students should be→wereVERB:TENSE separated by equal numbers for every subject . I strongly agree with this idea , but in some cases it could not be acceptable . First of all , a lot of scientific researchers→researchesMORPH in the sphere of man and women phichology→psychologySPELL exist , which prove the the fact of different understanding the same situations between mail→maleNOUN and female . Female can see some detales→detailsSPELL , that are hidden from males ' eye ; but women , as a rule , are too emotional , that does not allow them to analize→analyzeSPELL particular situations . Men in this matter are more sutable→suitableSPELL . Thus , the balance of male and female for every subject helps to find different points of view , and discuss the problem " from all sides " . Opposite , bodys→physical abilitiesOTHER of man and women differ from each other , men , as usual , are more phisically→physicallySPELL developed , that gives him→themPRON✅ an opportunity to do things ∅→,PUNCT which could not be done by women . So , according ∅→toPREP that , it is not compulsory to accept equal number of male and female students for subjects connecting with using a power . Therefore , the idea of acception→acceptingSPELL equal number of male and female students is rather new and interesting , moreover ∅→,PUNCT it has a practical benefit in some cases . I think , that it will be great if this strategy were→isVERB:TENSE used by universities and schools , because it could ras→riseSPELL an important→importanceMORPH of→inPREP education sistem→systemSPELL and help to rise it for higher level . But unfortunately , I guess , it would be too hard to use it in real life by the spestor→spectrumNOUN of reasons .

{"id": 89}
The graph presents data about ∅→theDET proportion of population aged 65 and over in Japan , Sweden and the USA from 1940 to 2040 . To start with , in the first 50 years ( from 1940 to 1990 ) the changes of→inPREP this→theseDET proportions were rather similar in the USA and Sweden ( both of them increased on→toPREP =→aroundOTHER 7 % ) , while the same propotion→proportionSPELL in Japan fell ( from 5 % to 2,5 % ) . After that the percentage had various→and is predicted to have differentOTHER development→growthNOUN in the all→threeDET countries . As it is presented in the graph , there were no serious changes in the USA and this proportion→population sectorNOUN developped→increasedVERB on→toPREP the rage→rateNOUN of 15 % . Also , according to this comparison→WHENOTHER , the→? ThePUNCT situation has→changes alsoOTHER changed→changesVERB:FORM in Sweden→∅OTHER . For instance , there was a growth to 20 % in 2010 and a slight decrease to 18 % ∅→is expectedVERB in 2020 . However , the amount→percentageNOUN of ∅→peopleNOUN 65 and over years old→years old and overWO people→∅NOUN has risen in Japan since 1990 . Taking all→everythingPRON⚠️ into account , despite the fact that all countries have developped→developedSPELL differently the→theyPRON✅ have one similar tendency : it→therePRON⚠️ is a sudden growth of→inPREP this proportion ∅→expectedVERB in every country since 2030 .

{"id": 90}
In today 's world the problem of equalty→equalitySPELL of men and women in every subject in the university is rather topical . There are several opinions on this issue . On the one hand , it is believed that there is no matter→pointNOUN in acceptance of such→thisOTHER kind of equality . On the other hand , it is considered that these changes should be obligatary→obligatorySPELL accepted . To begin with , I am in favour of such ∅→aDET point of view that there is no neccesity in the→∅OTHER establishing of→∅PREP this→theseDET rules . Firstly , every knowledge and skills are developped→developedSPELL by everyone individually withought→withoutSPELL separation in→onPREP the base→basisMORPH of gender . What I mean is that there is no difference if you are a man or a woman ,→-PUNCT your self development will be formed according to your individual features . For instance , professor A. Grigoriev has written in his book " Differences in development according to the sex " , that there are obvious differences between men 's and women 's development but it may be caused only by their attitude . Taking it into account , it will be a wrongful decision , if it is decided to organise such equalty→equalitySPELL . One more example of the wrongfulness of this position is an interview which was published in October in 2012 in the newspaper " Comsomolskaya→KomsomolskayaSPELL Pravda " . According to this social interview , there were formed different classification→classificationsNOUN:NUM of fields in which male and female are interested . For example , man→menNOUN:NUM are interested in hunting or cars ' repairing and women are interested in cooking and teaching , So→soORTH , the→∅DET establishing such equalities in universities will not give an opportunity to a huge amount→numberNOUN of people to do the things they want to do . However , there are people who oppese→opposeSPELL this opinion . Such people are usually try to fight for the rights of the→aDET certain gender . Unfortunately , in this fight they sometimes forget that their ideas can be rather stupid , unneccessary→unnecessarySPELL and→orCONJ unnormal→abnormalSPELL . Although it is very sagnificant→significantSPELL to defende→defendSPELL your rights , such type of changes in universities are unnecessary . According to the statistic→statisticsNOUN:NUM presented by ITMO , who→aPRON⚠️ has→had such a people at hadOTHER such situation on the faculty of economics a lot of people→∅OTHER lost their study places due to this experiment and as a resulted→resultMORPH only few students who studied in these groups were satisfied with such situation . In conclusion , to my mind making→creatingVERB such equality will be a wrongful decision because there→itPRON⚠️ is→doesVERB no→notOTHER matter whether you are male of→orSPELL female , a university should educate→provideVERB you ∅→with educationOTHER withough→withoutSPELL such→introducingOTHER ∅→anyDET separation→segregationNOUN . However , this topic is still very controversial .

{"id": 91}
The presented table illustrates how many people work in different spheres of economy ( hotel and catering , building , technology , education ) in the UK . The table includes information for two years : 1998 and 2006 . According to the data , the number of people engaged in each sector , has→hadVERB:TENSE experienced a noticeable change since→fromPREP 1998 ∅→to 2006OTHER . In 1998 far more people in→fromPREP each age group worked in ∅→building businesses OR the sphere ofOTHER building . The most dramatic was the change for→inPREP technology - we can see that jobs in this sphere are→wereVERB:TENSE much more popular now→in 2006OTHER . In the age group 18 - 25 35 times more→as manyOTHER people work→workedVERB:TENSE in technology now→in 2006OTHER . For technology two groups of middle - aged people are→wereVERB:TENSE approximately 7 and 13 times respectively bigger→asOTHER now→asADV compared→largeOTHER to→inPREP the→2006DET data→asOTHER of→inPREP 1998 . Trends for hotel and catering and education are more steady , although we can also see some fluctuations . A closer look at the table reveals that the trends for different age groups are→wereVERB:TENSE not always similar ∅→in ...OTHER . In each sector far less→fewerADJ people after 50 have→hadVERB:TENSE an intention to change the sphere where→ofOTHER they→theirDET work . To sum up , there have been certain changes in the number→numbersNOUN:NUM of people working in different sectors . The most dramatic changes we→∅PRON⚠️ can see→be seenVERB:TENSE in the technology sector , although each sector has→hadVERB:TENSE experienced changes . Different age groups prefer→preferredVERB:TENSE different occupations .

{"id": 92}
There has always existed a discussion about the most suitable age when children should start learning foreign languages . Some people think children should be taught ∅→foreignADJ languages as early as possible while others believe it 's much better to start ∅→not earlierADV at→than inPREP ∅→theirDET secondary school . On the one hand , we have a→∅DET scientific evidence that children are able to memorize large amounts of information better→easierADV in their early ages . What is more , children who were taught foreign languages when they were little , did→( afterwards ) spokeOTHER it→themPRON⚠️ more naturally . For instance , people who have parents speaking different languages make no→lessOTHER effort when they learn two or three languages . As a result , such people can have a good command of several languages . On the other hand , some people claim that children have a→theDET right simply to→to simplyWO have→enjoyVERB their childhood . That means that grown - ups should n't overload little children with information . Children should play games and enjoy their age . Besides , children can not make a wise decision about which languages they want→would likeVERB to learn . Parents make such decision for them thinking that a language they have chosen for their child will be useful for him ∅→or her OR themOTHER in the future . From my point of view , this is not fair . Personally , I tend to believe that children should start learning foreign languages when they are old enough for→toPART deciding→decideVERB:FORM for themselves which languages they really need and what to learn . That is why I think it 's not an advantage to start as early as possible . To conclude , children can start learning foreign languages in their early ages→ageNOUN:NUM if they want it→toOTHER . Nevertheless , parents should not decide for their children .

{"id": 94}
It is sometimes argued that→whetherPREP children should begin learning foreign language in primary school or ∅→inPREP secondary school . I can not completely agree or disagree with each→eitherDET opinion and ∅→IPRON⚠️ believe that all of them have some advantages and disadvantages . The argument in favor of the opinion that for children ∅→itPRON✅ is better to learn language ∅→at earlyOTHER in→anSPELL early ages→ageNOUN:NUM would be that in→atPREP this age they→theirDET memory is opened→openMORPH for→toPREP new information . Children in→atPREP early ages→ageNOUN:NUM took→takeVERB:TENSE information better than when the→theyPRON✅ become older . Also , I strongly stick to the view that when the→aDET child grows up in the atmosphere where people speak foreign→severalADJ language→languagesNOUN:NUM ∅→/ more than one L1OTHER they will easily remember new words and understand its→theirDET meaning→meaningsNOUN:NUM . Nevertheless , there can be some situations when children do not understand the importance of such learning and in this case it can be a can of worms . Some people would not agree with this opinion , though . They back up→OR supportOTHER the idea that when children become older they clearly understand what they want and tend to→chase OR go forOTHER their desires directly . However , in→atPREP this age some children have problems with speaking and can not go→getVERB through→overPREP limits and ∅→certainADJ bariers→barriersSPELL . I believe that more often such problems connect→are connectedVERB:TENSE with psychology and ∅→with theOTHER attitude of ∅→aDET child to people around them and to life→∅NOUN in a→∅DET whole . To sum up I am convinced that advantages and disadvantages of learning ∅→aDET foreign language→languagesNOUN:NUM in primary school do n't outweigh them→theSPELL ∅→ones of doing itOTHER in secondary school . It is a parents business to decide when they should enable→let ( OR make ) their childrenOTHER their children to learn foreign language .

{"id": 98}
Every parent at the current moment has realizing→realisesVERB that the competition for a future job ∅→isVERB:TENSE is increasing→gettingVERB significantly ,→harder ;OTHER this reason brings→inducesVERB the parent to think ∅→ofPREP as→theOTHER best as→∅PREP possible ∅→wayNOUN to prepare→provideVERB their children with the best skill→skillsNOUN:NUM to compete in future→∅OTHER for ∅→a successful job aOTHER successful job . On→OneSPELL of the most important things that should be prepared→thought of / studiedOTHER is the→aDET foreign language . It 's good , if a child can speak a foreign language , because it will be a beneficial skill for him to apply ∅→inPREP a future job in outside his home country . Some experts consider that teaching a foreign language for→toPREP children at→inPREP primary school is better than doing it in secondary ∅→schoolNOUN . However , in my opinion , there are advantages and→∅OTHER disadvantages ,→∅PUNCT as well ∅→as advantages in itOTHER . Firstly , primary school is the→aDET place for children to develop their character→charactersNOUN:NUM . As we know , that the first→mainADJ duty of a primary school is building character , not skills . At this age , the children are→∅VERB:TENSE still need a lot of time to play and they should use their time in primary school for it . So , they should n't study a difficult subject . However , ∅→IPRON⚠️ based→can sayVERB on→fromPREP my own experience ,→thatOTHER studying a foreign language such as English is→∅VERB:TENSE really pressuring→pressuresVERB:FORM my brain , I have to think ∅→about difficult materialsOTHER and remember hard about→∅OTHER the→themPRON⚠️ materials→∅NOUN . In opposite→on the contraryOTHER , the children in secondary school are having→haveVERB:TENSE stronger capacity and mentality→mental potentialOTHER to study a hard subject like English . At secondary school , teaahers→teachersSPELL not→do do n'tOTHER need to focus on the→∅DET character building anymore , they could→canVERB:TENSE push the student to study on→∅PREP a more difficult subject than in primary school , because , at this age the student have→∅VERB already good→has a sufficientOTHER brain capacity to study ∅→aDET subject like English . In conclusion , I think that preparing→providingVERB the→∅DET children about→withPREP foreign language skill→skillsNOUN:NUM as soon as possible is a good decision , but we have to look ∅→at whether whetherPREP are children ready or not→or not children are readyWO for it . So ∅→, in my opinionOTHER , teaching ∅→aDET foreign language for→toPREP children at primary school is not a good choice , however , teaching foreign language at secondary school is the best policy .

{"id": 100}
The better→bestADJ age for children to begin to study foreign languages has been argued for many years . Some people believe that it is worthy→suitableADJ to start earlier ∅→,PUNCT at primary school . However , others argue that beginning to learn other languages at secondary school is ∅→aDET better decision . So , this issue is going to be discussed underneath . It is generally believed that the knowledge we ∅→haveVERB:TENSE got in the→ourDET childhood is better remembered→remembered betterWO . The same thing ∅→can be said about /OTHER is with→true forOTHER languages . At the→∅DET primary school it is easier to learn something new . Moreover , organism of→children 'sOTHER kids→childrenNOUN is more flexible and they can be learned→learnVERB:TENSE the right accent and grammar faster than elder→olderADJ people . For instance , scientists ∅→haveVERB:TENSE proved that children under the age of 12 can be taught almost everything because ∅→of the qualitiesOTHER of their minds . Furthermore , if ∅→a foreign a foreignOTHER language has been→wasVERB:TENSE learned before 12 years old , the man→personNOUN can become bilingual person→∅NOUN . Nevertheless , some people consider that→∅PREP it is→to beVERB:FORM better to begin leaning ∅→aDET foreign language at secondary school rather than at the→∅DET primary school . They suppose that a child should learn his or her own language well→properlyADV before commencing→beginning / startingOTHER to be taught to→∅PREP other languages . What is more , they think that two or more languages can mix ∅→upPART in the mind ∅→,PUNCT what→whichPRON✅ causes→can causeVERB:TENSE the→aDET trauma for a child . However , languages present cultures . So , the child who started to learn ∅→aDET foreign language earlier can be considered as ∅→a broadOTHER broaden→broadMORPH - minded ∅→personNOUN . As a result ∅→,PUNCT these children have better communicative→communicationMORPH skills . To sum up , I would like to say : " So many men , so many minds " . Parents should decide what is more convenient for their child and when he or she should be taught foreign language→languagesNOUN:NUM . However , personally , I suppose that it is better to begin learning ∅→foreignADJ languages as earlier→earlyMORPH as possible , for example , at the primary school ∅→levelNOUN . To my mind , under these conditions children better understand→understand betterWO the sense→featuresNOUN of ∅→featuresNOUN language and→the languageOTHER even the culture of ∅→the theDET country where people speak it .

{"id": 104}
Nowadays there is a common tendency to learn foreign languages in all over the world . So there is an actual question among parents whether to start→letVERB their children study→start studyingVERB:TENSE new languages at primary school or ∅→toVERB:FORM do it when they get bigger→olderADJ and go to the→∅DET secondary school ? I think that the most effective→rightestOTHER variant is to begin learning foreign languages at primary school . Firstly , younger children have better mental activity than older ones . It explains→can be is explainedVERB:TENSE by the fact that the older you become the more information you have to get . At primary school there is no need to explore so much information as it is done→has to be exploredVERB at secondary school . Secondly , children at primary school have less problems than people in secondary school . It is possible to say that their main problem is education . But people who study at secondary school have a wide range of additional problems like relations with their parents , girlfriends or boyfriends , job and so on . So this fact allows ∅→usPRON✅ to say that at primary school it is easier to focus on the learning of a foreign language . But some people think that it is better to start learning new language at secondary school . Their main argument is that children at primary school can not understand the importance of what they do . They do it just because their parents or teachers told them ∅→toPREP . But when children become older they began→beginVERB:TENSE to understand the importance of knowledge of ∅→aDET new language . And at this time enthusiasm appears in their hearts and they begin to study language not for marks but for their future . All in all , we all should understand that it is important to study new languages . And doing it at primary school is much more effective than doing it at secondary school when people get older .

{"id": 105}
The table illustrates the situation on→withPREP ∅→theDET most needed→wantedADJ parts of job market . First of all , let ∅→usPRON✅ take a look on a→theDET situation in ∅→theDET sector of hotel and catering ∅→,PUNCT we can see a tendency of downword→downwardSPELL interests→interestNOUN:NUM of younger people ∅→agedVERB 18 - 25 in this sphere . in other ages→age groupsNOUN the level→quantityNOUN of workers ∅→is gradually growingOTHER from 26 to 65 years old is gradually growing→in this sphereOTHER . In building sector we can see ∅→thatPREP the number of interested people are plummefed→plummetedVERB - in 1998 the amount of people from 26 -→toOTHER 35 , who were involved in building was 79607 and in 2006 it becomes→becameVERB:TENSE 46409 and we can notice this situation in→concerningPREP every age . Thirdly ∅→,PUNCT in technology we can see an extremely→extremeMORPH increasing ∅→ofPREP the level of people that working in that→∅DET areas→areaNOUN:NUM was→; it it hadOTHER growing→grownVERB:FORM over 70 percent -→wasOTHER 454375 people from 26 to 35 , 193520 people from 56 to 65 and ofcourse→of courseORTH ∅→the number ofOTHER young people -→wasOTHER 187600 . In education ∅→sectorNOUN we see ∅→anDET absolutely different situation from technology part ,→;PUNCT the level of people who are→wereVERB:TENSE interested in education is→wasVERB:TENSE gradually→gradualMORPH ∅→, butOTHER tall , only the level of teachers from 26 to 35 years old are→wasVERB:TENSE in approximately ∅→the sameOTHER level . In conclusion I want→would likeVERB to summarize some tendencies . Firstly , the most interesting→popularADJ sector in 2006 is→wasVERB:TENSE technology , there we can see an extremely→extremeMORPH growing→growth of the number of workers at the ,OTHER by contrast ∅→,PUNCT the most uniterested→unpopularADJ sector ∅→whichDET is building . In sectors hotel & catering→ofOTHER and education the amount of workers are→wasVERB:TENSE fluetuafed→fluctuatedSPELL .

{"id": 107}
This table indicates the number of people in different age groups working in ∅→different differentADJ sectors in UK→∅OTHER such as building ∅→theDET ,→UKOTHER education and ∅→other ones in theOTHER other ∅→onesNOUN . First of all , we can see that people aged 18 - 25 years , 26 - 35 years and 36 - 45 years were most popular specialists by ∅→theDET sectore→sectorSPELL of technology . For example , there were 454375 workers ∅→thereADV in 2006 . Also in comparison with 1998 ∅→theDET number of people from all ∅→age the ageOTHER groups were→wasVERB:SVA dramatically risen . We can see the same tendention→tendencySPELL by ∅→theDET sector of education . In contrast to these sectors ∅→,PUNCT the ∅→certainADJ number of people from all ∅→age the ageOTHER groups left the sector of building . There were 112565 specialists in age group ∅→ofPREP 18 - 25 years old in 1998 year and it→thisPRON⚠️ has fallen to 86430 workers . The same tendention→tendencySPELL was ∅→observedVERB in all ∅→theDET age groups . To summ→sumSPELL up it all , we can say that people from all ∅→theDET age groups prefer to go and work in ∅→theDET sectors such as education and technology ∅→,PUNCT because the number of people by these sectors grew up .

{"id": 108}
In this essay ∅→wePRON✅ will be discussed→discussVERB:TENSE a very important problem for society : is it good for children to learn ∅→aDET foreign language at primary school ? Or maybe it will be better to learn it later ? I consider that the time at primary school is very important to use→getVERB language skills . Kids in→atPREP this age are not so→∅ADV prepared ∅→enoughADV to learn chemistry or physics . And on this occasion they must→can / couldOTHER spend their time on learning language . It can be a good use of their time at primary school . In contrast to this argument , it can be said that children must spend their time at primary school on learning basic things from→forPREP chemistry , physics and other subjects . But please : what will they understand ? What kind of program must→shouldVERB:TENSE we create to teach kids these subjects ∅→so earlyADV ? Finally , it must be said that young children at primary school are better prepared to learn languages . Why ? They live→areVERB in→atPREP the age which allows them to have a better mind→earNOUN for learning languages . When do you learn→teachVERB your→aDET child to speak ? It happens when it→theyPRON⚠️ is→areVERB:SVA 2 - 3 years old . The scientists say that the best time for learning language is the age between three and seven years . It is the same time when a child begins to go at→toPREP school . To summ→sumSPELL up this information , I can say that my position is the following : we must use the ∅→earlyADJ childhood to teach our children foreign languages because it is the best time for it . We must have→makeVERB a good use of this age .

{"id": 111}
The table highlights→representsVERB the numbers→numberNOUN:NUM of people of different ages who was→wereVERB:SVA working in certain working→workMORPH categories→sectors / spheresOTHER in the UK in 1998 and in 2006 . The→ADET closer look at the data shows→revealsVERB that it→therePRON⚠️ was ∅→aDET decreasing→decreaseMORPH in all working categories→the work sectors / sectors / spheresOTHER exept→exceptSPELL technology in age group from 18 to 25 . This tendency can mean→signifyVERB the→aDET significant development in technologies . The same increasing→increaseMORPH ∅→of the numberOTHER of ∅→people working inOTHER this category→sector / sector / sphereOTHER can be found in all ∅→theDET age groups . Moreover , there is a mass decreasing→decreaseMORPH in building sector . For example , in age group of 26 to 35 the numbers→numberNOUN:NUM was→∅VERB:TENSE dropped from 79607 to 46409 . In age group from 36 to 45 the numbers→numberNOUN:NUM changed from 21555 til→toPREP approximately 19000 . The same situation of falling→decreaseNOUN has→takesVERB place in all ∅→theDET age groups too . It indicates the bad situation on→inPREP ∅→byPREP building sector . To summarise all the information it should be said that the sector of technologies in the UK→increasedOTHER was→itsOTHER grown→numberNOUN up→of employeesOTHER from 1998 to 2006 and the sector of building fell→decreasedVERB down→itOTHER .

{"id": 115}
The table illustrates the changing→changesMORPH in proportional→proportionsMORPH of people working→who workedOTHER in the difference sectors of the UK economy→economicsMORPH . It shows how has been changed→∅OTHER the number of people ∅→had changedVERB from 1998 to 2006 in→withinPREP the five age groups . As ∅→itPRON⚠️ is shown by the table ∅→,PUNCT the most significant increasing→increaseMORPH of ∅→theDET number of people is→wasVERB:TENSE in the technology sphere . Young people from 18 to 25 years old is prefer to do work connecting→connectedVERB:FORM with new technology , the amount of them has rocketed→such people increasedOTHER in about 36 times less then→?OTHER for→?OTHER 10→?OTHER years→UNCLEARNOUN . In contrast , hotel and catering sphere become→becameVERB:TENSE less popular for the youngs→youngstersSPELL ,→;PUNCT it is the only sector , where the number of people are→hadVERB:TENSE decreased from 1998 to 2006 . The sector of building has become→becameVERB:TENSE more attractive for all ∅→theDET age groups , but mostly for people from ∅→theDET first and ∅→theDET second groups→group groupNOUN ( 18 - 25 and 26 - 35 ) , for ∅→theDET second group the number has→rose / hadOTHER rosen doubly . The changing→changesMORPH in the sector od→ofPREP education was→wereVERB:SVA not so considerable as in another→the otherOTHER sectors , but in the fifth ∅→groupNOUN , the oldest group→oneOTHER , ∅→therePRON✅ was ∅→aDET double increased→increaseMORPH .

{"id": 116}
There are different views on ∅→what isOTHER the most appropriate age for starting learning ∅→foreignADJ languages . One supposes that it→childrenOTHER should start ∅→itPRON⚠️ in the primary school , another ∅→thinks that it is better to beginOTHER in the secondary school . In my point of view , ∅→foreignADJ languages must be begin→learntVERB to→fromPART learn→startingVERB as early as possible . There are several advantages of it and they will be explained→describedVERB in this essay . First of all , child ∅→'sNOUN:POSS memory is better than adult ∅→'sNOUN:POSS one . This fact was proved by scientists , children get new knowledges→knowledgeNOUN:INFL faster and more→MAYBEADV qualified→easierADJ than other people . For example , many sport activities are requared→requiredSPELL to begin in the early ages : skating , hocking→playing hockeyOTHER , ∅→doingVERB athleting→athleticsSPELL - in these sports it is impossible to become successful professional sportsmen if you begin ∅→toVERB:FORM do it later . Secondly , it is more efficience→efficientSPELL for children , because of ∅→aDET big amount of free time in the→∅DET primary school . There are not many different subject→subjectsNOUN:NUM that are obligated to study by→obligatory forOTHER pupils ∅→for studyOTHER and they may to→∅VERB:FORM spend more time for→onPREP learning ∅→aDET foreign language . In secondary school there are various→is a varietyOTHER of difficult and complicated subject→subjectsNOUN:NUM , for instance ∅→,PUNCT chemistry and physics , which requares→requireSPELL all ∅→your time / student 'sOTHER time to be learn→studiedVERB properly . In conclusion , it should be said that there is→areVERB:SVA no disadvantages of the chance to ∅→begin studying /OTHER begin ∅→toVERB:FORM study ∅→aDET foreign language earlier than in secondary school , because ∅→theDET process of learning for children in the primarily→primaryMORPH school is more→∅ADV easier than in the secondary school , and , what is more , pupils in the primarily→primaryMORPH school have less subjects to study and consequently ∅→aDET lot of time to study ∅→a foreign foreignOTHER language .

{"id": 118}
There is a tendency in the modern society of Western countries : more and more parents come to a conclusion that it is better to make their children learn as much as possible in→atPREP an early ages→ageNOUN:NUM . Is it good for children to start learning ∅→aDET foreign language at primary school or shall→shouldVERB:TENSE we let the children live their childhood ∅→carefreeNOUN ? I 'd rather say yes ∅→to the first partOTHER . Firstly , it is a known fact the→thatPRON✅ learning ∅→aDET foreign language is a perfect way to develop memory , which is very important at a young age , especially in XXI century , where the amount of information consumed rises very fast . Another reason for the→aDET child to start learning ∅→theDET second language at primary school are→is the theOTHER benefits→benefitNOUN:NUM of being more→betterADV educated . Let 's face the truth : in a world full of other people that 'd like to get the same job , wins the one who has more skills - and ∅→knowledge of aOTHER foreign language is one of those skills . Moreover , it is→will beVERB:TENSE likely→beneficialADJ to know any→someDET other language besides your native so that you will be able to contact with more people from other countries . And the most important thing→isOTHER :→,PUNCT when the child starts learning other→anotherDET language , he ∅→or sheOTHER gets more organized , knowing from an early ages→ageNOUN:NUM what the→∅OTHER time -→∅PUNCT management is and how to work with it . Though→NeverthelessADV , there are other opinions on that . Some people think that too many activities are hard for a child and sometimes it can be faced→leadVERB on→toPREP emotional deseases→problemsNOUN . Also , the most serious reason is that young boys and girls lose the precious time of childhood , with all those fantasies , friends and street games . To sum up , I 'd like to say that ∅→byPREP of→noOTHER course→meansNOUN parents should→should parentsWO not→∅ADV give too much work to do for their children , letting them feel the spirit of fun ∅→andCONJ freedom ∅→,PUNCT but they should not forget that starting learning some science , languages is a very good start for children to develop themselves .

{"id": 119}
The table graph gives information about people in different age groups who worked in a→∅DET various professional areas in the UK in two period→periodsNOUN:NUM of time ( 1998 and 2006 years ) . To begin with the→,OTHER several trend→trendsNOUN:NUM are revealed by the graph . The most noticeable trend here→weOTHER it→thatPRON✅ can be seen→seeVERB:TENSE ∅→here isOTHER that technology sector was more popular than other sector→sectorsNOUN:NUM in all age groups . For example , young people ∅→theDET in→atPREP ∅→theDET age ∅→ofPREP 26 - 35 years ∅→oldADJ who prefered→preferredVERB:INFL technology→biggestADJ had→wereVERB the bigest number in this area→largest groupOTHER . In addition , one should point out that unspecially→especiallySPELL this sector had ∅→aDET dramaticly→dramaticallySPELL upwart→upwardSPELL trend since 1998 in all groups . On the other hand , if one turned→turnsVERB:TENSE to the building sector , it can be seen that here was ∅→aDET downward trend . Excpecially→EspeciallySPELL this statement is based ∅→onPREP the fact that ∅→theDET number of young people ib→inSPELL 18 - 25 age group is→∅VERB:TENSE declined from 112565 people to 86430 people and it→therePRON⚠️ was ∅→aDET similar phenomen→phenomenaSPELL for all age groups . As for other two→the otherOTHER sectors ( hotel catering and education ) ∅→,PUNCT it can be said that ∅→theDET number of people who worked in ttese→theseSPELL professional→professionsMORPH was fluctured→fluctuatedVERB but not very slight→slightlyMORPH . To sum up , the main thing that can be observed ∅→isVERB that during→withPREP the→∅DET time people changed themselves provesional→professionallySPELL in different areas and in the→∅DET 2008 year→∅NOUN , technology sector was the most popular .

{"id": 124}
Nowadays ∅→, the theOTHER question about→ofPREP learning ∅→aDET foreign language for children at primary or secondary school more and more→interests parentsOTHER intrested→interestsSPELL parents ,→andOTHER teachers in→∅PREP all of→overPREP the world . This essay will examine different points of view about→onPREP this intresting→interestingSPELL question . There are ∅→aDET number of reasons why learning ∅→aDET foreign language in primary school is better than in secondary . One of the positive aspect→aspectsNOUN:NUM is that children start learning simple aspects of ∅→aDET new languege→languageSPELL ∅→,PUNCT and ∅→,PUNCT when he→theyPRON⚠️ go to the→∅DET secondary school he→theyPRON⚠️ have ∅→aDET base of new knowlege→knowledgeSPELL so ,→, soWO he→they startOTHER learning ∅→theDET new language very fast . For example , my sister start→has startedVERB:TENSE learning english→EnglishORTH in ∅→theDET first class and she has n't→noOTHER proplem→problemSPELL with otter→otherADJ subjects . She can→∅VERB:TENSE speak very good on both→wellOTHER languages ∅→very wellADV . But ∅→, on theOTHER learning→aOTHER foreign language ∅→,PUNCT on the other hand ∅→,PUNCT better in secondary school , and many parents agree with me . They think that children need to learning→learnVERB:FORM his→theirDET national→nativeMORPH language very good ,→wellOTHER and that→thisSPELL knowleges→knowledgeSPELL giving→is givenVERB:TENSE for→toPREP children ∅→inPREP primary school . The→∅DET goverment→governmentSPELL statictic→statisticsSPELL shows→showVERB:SVA that more pupiles→pupilsSPELL leaning→are learningVERB both language→languagesNOUN:NUM . But ,→∅PUNCT some children knows→knowVERB:SVA ∅→theDET foreing→foreignSPELL language better than national→their native languageOTHER . In secondary school ∅→,PUNCT they have much→manyADJ problems whith→withSPELL national→their nativeOTHER language and other sudjects→subjectsSPELL . All in all , I think that learning forieng→a foreignOTHER language is better in secondary school , than in primary , but , they→childrenOTHER need to learning→learnVERB:FORM both language→languagesNOUN:NUM in secondary school ,→∅PUNCT because today people→thereOTHER have→isVERB globalization in all modern countries , which→whereOTHER speak in→∅PREP many language→languagesNOUN:NUM .

{"id": 128}
Nowadays , in a modern world people should know more than one language . Therefore , there is a trend to teach children foreign languages as sooner→soonMORPH as possible . However , does it do more good than bad ? In this essay ∅→,PUNCT it→IPRON⚠️ will be tried→tryVERB:TENSE ∅→toVERB:FORM to discussed→discuss discussVERB:TENSE ∅→itPRON⚠️ . First of all , knowing ∅→aDET of→aOTHER foreign language is absolutely necessary nowadays . Sooner→The The soonerDET you will→∅OTHER start to learn→learningVERB:FORM is→theOTHER better ,→∅PUNCT because in childhood the memory is more flexible and more accomodative→accommodatingSPELL to foreign languages . So , it will be possible to learn and know more different languages and to be cosmopolitan . However , in the→∅DET early childhood , children are not very determined to learn . Given by→∅PREP the statistics in→forPREP elementary school→schoolsNOUN:NUM in Russian Federation in 2010 , there are→isVERB:SVA no significant success in learning foreign languages . The opposite situation is with elder→olderADJ schoolers ,→pupilsOTHER who show positive results in language education . Let 's do n't make→not putOTHER too much pressure in→onPREP little children . The learning of languages should be enjoyable . To crown it all , considering ∅→theDET to→theOTHER opinions , learning language→language learningWO in the→∅DET early childhood is rather fruitless . So there would be much more profits→profitNOUN:NUM for young people ,→∅PUNCT when→ifOTHER they start learning foreign languages in secondary school ∅→andCONJ understanding what they are doing . As a result , nowadays ∅→itPRON✅ is absolutely necessary to know foreign languages . It is valuable in education , business ∅→, andOTHER , ∅→andCONJ tourist→tourismMORPH spheres . Hence , very young children usually have not→noOTHER significant success in learning foreign languages . So , there would be much more advantages , in my opinion , when→ifOTHER children start learning foreign languages when they are a little ∅→moreADV mature and understand ∅→theDET profits of learning foreign languages . Even so , so many men , so many minds .

{"id": 130}
There is a→anDET opinion ,→∅PUNCT that for→it is moreOTHER ∅→aDET child ∅→itPRON✅ is more→aOTHER effective ∅→toVERB:FORM start learn→learningVERB:FORM an→∅DET another language at ∅→aDET young age ( ∅→the in theOTHER first years of school ) . First of all , the level of a child 's comptence→competenceSPELL for→atPREP ∅→theDET start educate→learningVERB a new language depends on parents . They can influence on→∅PREP the process of study . New→A Learning a newOTHER language is a huge stress for a small child , and the responsibility of→forPREP this decision is on the parents . They must understand ,→∅PUNCT that all the→∅DET children are different , and their capabacity→capabilitySPELL for→ofPREP learning ∅→aDET language are→isVERB:SVA not the same . So , the→toOTHER begin time of→∅OTHER study→studyingVERB:FORM a→theDET second language is first of all ∅→aDET question of→∅PREP parents ∅→have to decide onVERB , but teachers can also have a responsibility of→forPREP these→thisDET decision . They ( teachers ) can underline ,→emphasiseOTHER that for small→aOTHER person→child itOTHER is more→∅ADV easier to learn by heart some new words and new grammar structure . Child→A childDET at ∅→theDET age of 6 - 7 can adopt→adaptVERB in different→to a foreignOTHER language sphere . Secondly , quickly→quickMORPH of→∅PREP foreign adoption→perceptionNOUN - is the main plus of earliest study→earlyOTHER language ∅→studiesNOUN . In→OnPREP the other side→hand ,OTHER it may be a really hard empouvment→endeavorNOUN for ∅→aDET child . Some→some childrenOTHER can do some think→thingsNOUN ( ∅→suchADJ as a→∅DET learning a lot of new information by heart ) and some could→caVERB:TENSE n't . The plus of education→learningVERB ∅→aDET new language in secondary school is ∅→theDET the experience ∅→a child has hadOTHER and the more→∅ADV clear→clearerADJ:FORM imagine→imageNOUN of ∅→howADV your→toOTHER desires→studyOTHER . Nevertheless it 's always to begin a new theme ( project ) to educate . And finally ∅→,PUNCT I would like to add , that it 's a very private and unique theme→personal issueOTHER - a→∅DET capabacity→capabilitySPELL of learning a second language . It depends from→onPREP various factors and have→hasVERB:SVA a lot of advantages and disadvantages , but it 's still being a hard question ∅→when best to start learning a foreign langugaeOTHER to answer .

{"id": 132}
Nowadays ∅→,PUNCT many people says→sayVERB:SVA that the→∅DET children must learn→start learningVERB:TENSE ∅→aDET foreign language from primary school . Consequently they→TheyORTH are absolutely right ∅→,PUNCT but ∅→,PUNCT when some children begin to learn language early→a language ,OTHER they meet with→∅PREP any→manySPELL problems . What are this→theseDET problems ? What are the advantages and disadvantages of learning ∅→aDET foreign language in primary school ? When ∅→aDET child began to learn→begins learningVERB:FORM , for example , English in primary school , he→theyPRON⚠️ get the nessecary→necessarySPELL basis for the next→furtherOTHER studing→studyingSPELL . Certainly , he→theyPRON⚠️ may learn the main words such as " mother " ,→andOTHER " father " ∅→,PUNCT and the next step of studing→studyingSPELL woild→wouldSPELL be more easy→easierADJ:FORM . It is very important for the forming of the children 's own vocabulary . Good luggage of words→vocabularyOTHER is the main part of the→∅DET learning of→aOTHER language . But it may have some disadvantages . Children ∅→atPREP in→anSPELL early ages→ageNOUN:NUM have the ability to learn words only→only wordsWO . They ca n't learn and understand tenses ,→∅PUNCT because it is too hard for them . They will have an→theDET ability to learn tenses only from 8 or 9 years old . However ∅→,PUNCT children in ∅→theirDET early years may learn to speak on→∅PREP English . If they will→∅VERB:TENSE watch TV→∅NOUN cartoons in English ∅→,PUNCT they→itPRON⚠️ would be useful , beneficial and pleasurable for them because the best form of learning is the→∅DET hearing of the→∅OTHER foreign speech everyday→every dayORTH . So , there are many interesting things in→regardingOTHER this problem . Learning ∅→aDET foreign languge→languageSPELL from primary school have→hasVERB:SVA more pleasurable effect→effectsNOUN:NUM for children then→than ifOTHER they are learning it from secondary school .

{"id": 133}
The gpaph→graphSPELL shows the→different types ofOTHER post - school qualification→educationNOUN in Australia and percent proportion of men→theOTHER and→inOTHER women→percentageNOUN . First of all , there are five different levels : skilled vocational , under - graduate→undergraduate educationOTHER , postgraduate ∅→educationNOUN . Bachelor→, bachelorPUNCT 's degre→degreeSPELL and Master→masterORTH 's degree . In the first group ∅→,PUNCT there are→isVERB:SVA near→aboutOTHER 90 % of men and only 10 % of women . Skilled vocational diploma is the→aDET group with the biggest amount of men→malesNOUN . But for women ∅→,PUNCT the most popular level is ∅→the undergraduateOTHER Undergraduate→undergraduateORTH . There are 72 % of women . Also ∅→,PUNCT in the third group amount→theOTHER of wonen→womenSPELL more→exceedsOTHER than number→theOTHER of men . It 's a Bachelor 's degree . The difference between ∅→the number ofOTHER women and men ∅→in percentageOTHER is only 10 percent . In→onPREP the next two levels of post - school qualifications another situation ∅→occursVERB . The proportion in postgraduate diploma→theOTHER and Master→master 'sOTHER 's degree are→is the following :OTHER 70 % of men ,→andOTHER 30 % of women→and in the postgraduate diplomaOTHER and 60 % of men and 40 % of women ∅→in master 's degreeOTHER . Finally , as ∅→itPRON⚠️ can be seemed→seenVERB from→onPREP the chart , amount→theOTHER of men , as a rule , more→exceedsOTHER then→theSPELL amount→∅NOUN of women in post - school→theOTHER qualification . Women prefer undergraduate→anOTHER diploma , while men choose skilled→aOTHER vocational diploma .

{"id": 134}
In the modern world , there are many ways to express your ideas to the world . But some rules do n't allow to do it . It→TheseOTHER rules were made by govement→theDET . Is it normal or ∅→doesVERB:TENSE it needs→needVERB:SVA in→∅PREP changes ? On the one hand , the→∅DET freedom can give different→you variousOTHER ways to show→demonstrateVERB what you can do . For example , Internet→theOTHER provides a lot of ways for→toPART showing→shareVERB photography , ∅→for andOTHER museums for→for museumsWO showing→to showVERB:FORM ∅→pictures in theirOTHER pictures ∅→in their collectionsOTHER . You can record the→aDET song and give it to the→aDET radio station . As a result , people receive new→aOTHER music hit , beautiful→aOTHER photo or interesting→anOTHER film . Also , the freedom provide→providesVERB:SVA your→youPRON⚠️ chance→with aOTHER to find , that→whatPRON✅ you want to do in life . But is→doesVERB there→it haveOTHER only pluses ? On the other→AfterOTHER hand→all ,OTHER , such freedom can be dangerous for all→everyoneOTHER . People use their possibility→opportunitiesNOUN for→to realizeOTHER bad ideas . It can lead to mistakes→variousADJ . Such→, suchPUNCT as bad opinion→thoughtsNOUN or , in some cases , revolution→aOTHER . Our children listen to music in→onPREP ∅→theDET internet ∅→,PUNCT and we can not control all→everythingPRON⚠️ that they do . Some clips→moviesNOUN and video→videosNOUN:NUM is→areVERB:SVA awful . Is it OK→permissableADJ ,→forOTHER that→aDET child singing→singsMORPH russian→RussianORTH rap ? No . It should be under control . As→∅PREP a→ThatDET result→is whyOTHER , I disagree with this opinion . If there is no government restriction , it will have→lead leadVERB ∅→toPREP bad and negative result→resultsNOUN:NUM . I can not say , that ∅→theDET government have to→mustVERB strongly control all actions→the activities in the activities in the societyOTHER , but ∅→some rules must beOTHER there are→OROTHER must ∅→beVERB:TENSE be different rules→∅NOUN . In some cases , government→theOTHER have→hasVERB:SVA to support creative people to open→spotVERB and show→help to developVERB their own talants→talentsSPELL and ideas and give→to supportVERB him→themPRON✅ right way to do this .

{"id": 139}
The chart represents us→the informationOTHER✅ the information about different types of post - school qualifications→qualificationNOUN:NUM in Australia according to gender in 1999 . The most→biggestADJ difference between male and female qualification was in achieving skilled vocational diploma : there were 90 % of males , who had this diploma , which is nine times larger , than female→theOTHER percentage . Also , among five different type→typesNOUN:NUM of qualifictions→qualificationsSPELL , it→skilled vocational diplomaOTHER was→hadVERB the largest part→proportionNOUN of ∅→all theDET males , involving→involvedVERB:FORM in ∅→allDET different→theOTHER qualifications . What is more , in having master 's degree and postgraduate diploma the share of males was also higher , than ∅→thatDET of females : 60→70OTHER % and 70→60OTHER % respectivily→respectivelySPELL . However , there exists→existedVERB:TENSE two types of education , where amount→theOTHER of women exceeded amount→theOTHER of men . In 1999 ∅→,PUNCT about 70 % of women received undergraduate diploma , which was the biggest gender difference ∅→in numberOTHER for females among ∅→allDET other→theOTHER types of qualification→qualificationsNOUN:NUM . Moreover , percentage→theOTHER of women , who achieved bachelor 's degree was also higher than men 's percentage , but it has decreased in comparison with→to the percentage of people who hadOTHER undergraduate diploma : from 70 % to about 52 % .

{"id": 141}
The chart below shows the difference in level of post - school qualification ∅→according to genderOTHER in Australia in 1999 . There→ItPRON⚠️ is→illustratesVERB proportion→aOTHER of→betweenPREP men and woman→womenNOUN:NUM ∅→in percentageOTHER . First→theOTHER point→areaNOUN of comparison is " skilled vocational diploma . A huge amount of man→menNOUN:NUM have this diploma , but only 10 percents→percentNOUN:NUM of woman→womenNOUN:NUM have this→itPRON✅ . Another point→type of educationOTHER is postgraduate diploma→educationNOUN . Twice→twice asADV higher→highADJ:FORM number of man→menNOUN:NUM have this ∅→qualificationNOUN in comparison with woman→womenNOUN:NUM . Also ∅→,PUNCT there is a 20 percent advantage of man→menNOUN:NUM in number→theOTHER of people , who having→hadVERB:FORM ∅→master 'sOTHER Master→master 'sOTHER 's degree . From the another point of view , twice bigger→as bigOTHER amount→theOTHER of woman→womenNOUN:NUM have an undergraduate diploma→educationNOUN . One→TheDET more→thirdADJ point→areaNOUN is Bachelor→bachelor 'sOTHER 's degree . More→A bigger amount ofOTHER woman→womenNOUN:NUM have this degree . In conclusion , it needed→needsVERB:TENSE to be said that both gender→gendersNOUN:NUM are→wereVERB:TENSE interested in post - school qualification and wanting→wantedVERB:FORM to get it . But man→menNOUN:NUM and woman→womenNOUN:NUM chouses→choseSPELL a different diplomas and education programms→programsSPELL . Also ∅→,PUNCT it needed→needsVERB:TENSE to be said that man→menNOUN:NUM a→areOTHER fewer more→lessADV interested in achieving an additional education and grade .

{"id": 143}
It is clear that ∅→we liveOTHER in a world ∅→whereADV many creative people with their own opinions and ideas ∅→are restricted by the governmentOTHER in different→their creativeOTHER countries→theOTHER government restrict→are restrictedVERB:TENSE ∅→by inPREP their creative ∅→realisationNOUN . I believe that ∅→theDET government do→∅VERB:TENSE not should→should notWO restrict creative people like artists , film directors and musicians in their creative→creativityMORPH . In→AsPREP a result of what they do we get that what ∅→canVERB:TENSE help us to improve yourself→ourselvesPRON✅ . We go to the→∅DET art gallerys→galleriesNOUN:INFL and music conserts→concertsSPELL and enjoy it . We leave→liveVERB in freedom country→a freeOTHER and we can get everithing→everythingSPELL for→toPART make our live→lifeSPELL better . If ∅→theDET government will restrict→restrictsVERB:TENSE our life it will be→∅VERB look like Germany in 1941 . Bu→ButSPELL if creative people get very big freedom they are begin make→toOTHER dirty art and do not respect history . For example ∅→,PUNCT different modern films about second→WorldOTHER warld→WorldSPELL war→WarORTH . So I think that ∅→theDET government do→∅VERB:TENSE not should→should notWO restrict creative people ∅→soADV hard but should watching→watchVERB:TENSE and easy→easilyMORPH control them/→themOTHER ∅→only if necessary/OTHER Overall , in the world meny→thereADV talanted→talentedSPELL people who want to make something wonderful for society and ∅→theDET goverment→governmentSPELL should help them realise yourself→themselvesPRON✅ .

{"id": 145}
Nowadays art have→hasVERB:SVA ∅→aDET really important role in people 's life . The people→- PeopleOTHER can to have possible→a possibilityOTHER to show you and your talantes→talentsSPELL or may be just look at it , because it can be interested→interestingMORPH for them . I partily→partlySPELL agree with that artists can be given the→-OTHER freedom for their arts . I think that all people must to→∅VERB:FORM have possible→a possibilityOTHER to show their talantes→talentsSPELL ,→∅PUNCT or ∅→toVERB:FORM show to other people their imagine→imaginationMORPH in their realised ideas . Artists must to→∅VERB:FORM have freedom for their→∅DET creativites→creativitySPELL ,→∅PUNCT otherwise it will not ∅→beVERB useful for their→themPRON✅ ,→∅PUNCT because probably they can do something really attractive , impressive and wonderful , but if it will ∅→beVERB:TENSE banned people will not know about it . For example ∅→,PUNCT it already was→happenedVERB with→toPREP some writers , who been→wereOTHER beened→bannedSPELL to read and print books , but in ∅→theDET present time these writers become→are becomingVERB:TENSE really popular and important in our history . But on the other hand→HoweverOTHER not any→allDET arts→artNOUN:NUM may→canVERB to→beVERB:TENSE show→shownVERB:FORM to wide public . May be→MaybeORTH it→therePRON✅ will be some censorship or ∅→a aDET ban to→onPART show→showingVERB:FORM on→inPREP public place→placesNOUN:NUM ,→or different pieces of art can beOTHER or ∅→different pieces of art can beOTHER banned due to→for people of certainOTHER age .→∅PUNCT Anyway ∅→,PUNCT I think that for any arts→artNOUN:NUM exist→there areOTHER people , who want to look at it , and pay for it . In my view the→-OTHER all artists can to→∅VERB:FORM have freedom for their arts→artNOUN:NUM ,→∅PUNCT but ∅→inPREP another sutiation→situationSPELL censorship , may→canVERB:TENSE be need→neededVERB:FORM to decide some aspests→aspectsSPELL before show→showingVERB:FORM it arts→artMORPH to wide public . For Artists→artistsORTH important→∅ADJ freedom ∅→is importantOTHER for arts→artNOUN:NUM ,→∅PUNCT and I think that they can to→∅VERB:FORM have it . And ∅→toVERB:FORM do it , and goverment must to→∅VERB:FORM control it , but it will→shouldVERB:TENSE not be very strict .

{"id": 149}
Nowadays , there ∅→areVERB many categories of art ,→.PUNCT It is music , drawing , crafts , storyes→storiesSPELL and books . People can create everything or→andCONJ enjoy art , that ∅→wasVERB:TENSE created by other people . Most people are aware that artists today express their feelings with ∅→theDET help ∅→ofPREP words , notes , music , songs . It is a common belief that they created→createVERB:TENSE projects for money , but it ∅→isVERB not always true . For example , a person feeling→is whoOTHER bad , and when he playing→can playVERB:TENSE guitar or piano , he→andOTHER feel yourself→himselfPRON✅ better . If ∅→aDET creative person will do→doesVERB:TENSE own→hisOTHER style with government 's recommendations , him→hisDET project will not ∅→beVERB original and interesting . Whereas , arts→artNOUN:NUM and crafts are gave→giveVERB:TENSE enjoy→enjoymentMORPH for people around the world and gave→giveVERB:TENSE many→a lot ofOTHER thing→thingsNOUN:NUM in→toPREP national→nationMORPH or world 's→∅NOUN:POSS culture . On the other hand→HoweverOTHER , many projects , that→the areOTHER created by artists , very→can beOTHER provocation→provocativeMORPH . In comparison with classic art , modern ideas links→can be linkedVERB:TENSE this→toOTHER politican→politicsSPELL , economic and life 's problems . There are many difference→differentMORPH opinions about this ∅→kind ofOTHER works . In one point of view , it is ∅→aDET good chance for→toPART express true situations , for example , in my country or people around me . Nevertheless , many works are→pictureOTHER murder , killers , sex in open space . It is not normally→normalMORPH , for example , for children . All in all , in my opinion , that artists should ∅→beVERB:TENSE given the freedom to ∅→vocalize hisOTHER own ideas , but government should control special→certainADJ works . The main reason→∅OTHER why control→thereOTHER should be ∅→controlNOUN , it→is thatOTHER is ∅→that there areOTHER many conflicts ,→∅PUNCT which links→are linkedVERB:TENSE with provocation→provocativeMORPH arts→artNOUN:NUM , also→andOTHER children should not seen→seeVERB:FORM all things ,→∅PUNCT that open now . Creative projects are always interesting , but artists should always think about results of ∅→theirDET own works and people 's feelings and answers , which can be .

{"id": 151}
At present , people believe that creative artists can show→expressVERB theirs opinion in different sphares→spheresSPELL of art freely . Let us discuss pluses and mineses→minusesSPELL about→ofPREP it and what→∅PRON⚠️ should government→government shouldWO to→∅VERB:FORM do . The biggest advantage here is freedom of conscisness→consciousnessSPELL . If humans with the wide imagination can express their own ideas how→in any wayOTHER they want , their brain does→isVERB not ∅→afraidADJ afraid that somebody forbids him or her to do it . They can imagine a lot of unusuall→unusualSPELL things and it can be useful for the world . This is the way how great works ,→∅PUNCT like "→∅PUNCT Monoliza→Mona LisaNOUN "→LisaOTHER or anything else→othersOTHER was→wereVERB:SVA born . However , there are some people who think that creative celebrities exaggerate a lot of things and some of them are crazy . They reckon that the government ought to ban them . That humans→People areOTHER confident that the→∅DET creative artists have their own groups there→whereADV they can provide→expressVERB theirs ideas and points of view in the narrow circle . If somebody new is interested in it , he or she can come to this group and learn it . In my opinion , creative people should speak about their music , films , pictures and about other works , but in a careful form→wayNOUN . If somebody is interested in it he or she will come to a concert , cinema , exhibition and so on . To sum up , I think that advantages about expressing their ideas are greater than disadvantages . If somebody do→doesVERB:SVA not want to see it he or she will not . This is the→everybody 'sOTHER personal choice of everybody→∅OTHER .

{"id": 153}
Arts play the→anDET important part in people 's life . Sometimes the goverment→governmentSPELL try to control of→∅PREP artists but it is→is itWO so nessesary→necessarySPELL ? This essay will eximene→examineSPELL different points of view→viewsNOUN:NUM on the free→freedom ofOTHER art and my opinion on the these→thisDET theme→topicNOUN . Some people think that the→∅DET morden→modernSPELL art need→needsMORPH to→inPREP a→beOTHER control→controlledVERB:FORM . The main reason why today many artists should not do what they want is the bad influence ∅→they may haveOTHER on a→theDET society . Today there are many perforanses→performancesSPELL and installations where people ∅→harm their health -OTHER cut themselves ,→orOTHER harm→destroyVERB their health and→∅OTHER body is→inSPELL destroyed→destroyVERB:FORM ∅→their body in some other wayOTHER . Throuout→ThroughoutSPELL of the 20→20thOTHER centiry→centurySPELL in ∅→theDET USSR all the→allDET art→artsNOUN:NUM was→wereVERB:SVA restriction→restrictedMORPH by the goverment→governmentSPELL and it→therePRON⚠️ was the whole culture ,→∅PUNCT that was learnd→learnedSPELL ∅→in orderOTHER to be great people ,→∅PUNCT who do n't lie and→orCONJ kill . On the other hand , art it is the→aDET free profession ∅→,PUNCT and there are many examples when without the goverment→governmentSPELL artists do really beatiful→beautifulSPELL things sush→, , suchOTHER as drawing→drawingsNOUN:NUM and paintings of Renessans→RenaissanceSPELL . Artists need the→∅DET fredoom→freedomSPELL because their works help to show the society that→whatPRON⚠️ they really feel and ∅→that theyOTHER think about some qustions→questionsSPELL . For example , under→at the time ofOTHER the disaster in Ukraine , in Mosckow→MoscowSPELL there are→wereVERB:TENSE many pictures in ∅→theDET streets . They try→triedVERB:TENSE to attract attantion→attentionSPELL to some society→socialOTHER , ecological , political and other problems . Marina Abramovich keep→donatesVERB money on→forPREP the safe→safetyMORPH of the→∅DET our planet , she take→shootsVERB video perfomcences→performancesSPELL and then sell→sellsVERB:SVA it→themPRON✅ . All in all , the→∅DET art influenses→influencesSPELL on→∅PREP the society . I think art do→doesVERB:SVA n't need the→anyDET control because artists are creative people and they must not→do n't have toOTHER do what people want ∅→them to doOTHER .